- Reciting, with expression, poems and rhymes that have been memorized (SL.1.4a)
- Singing, with expression, songs that have been memorized (SL.4a)
Drawings and other visual displays are included as appropriate to clarify ideas, thoughts, and
feelings (SL.1.5). Audiences vary, most often including peers. However, children have opportunities
to present for family and community members. Some presentations are video or audio recorded
and shared with audiences well beyond the local region. Presentations in English and the primary
languages of the children are encouraged.
Using Language Conventions
The use of language conventions contributes to effective expression. In grade one, children learn
many grammatical and usage conventions for writing and speaking (L.1.1a-j) and they learn grade-
level capitalization, punctuation, and spelling conventions
when writing (L.1.2). Conventions are taught explicitly,
and children have immediate opportunities to apply their
knowledge in meaningful writing and speaking. They also
find the application of written conventions in the texts
they read. They learn that conventions enable better
communication.
Spelling is an important component of the ELA/literacy
program. Children learn to employ their increasing
knowledge of the alphabetic system to record their ideas. As
they learn to spell, encoding language contributes to decoding skills. These reciprocal processes are
taught in tandem to optimize development of both. In subsequent grades, the emphasis in spelling
instruction shifts from a phonological approach to a morphological approach.
In grade one, many children spell phonetically. (See the discussion of spelling development in the
overview of the span in chapter 4 of this ELA/ELD Framework.) They use their growing knowledge of
letter-sound and spelling-sound correspondences along with their developing phonemic awareness to
map sounds to print. Invented spellings are typical; children record the sounds they hear in words,
writing duk for duck and frnd for friend. This is a productive time as children gain insight into the
logic of the alphabetic system. Instruction focuses on drawing the connections between decoding
and phonological awareness. Children use letter tiles to construct spoken words. They learn common
spelling patterns along with high-frequency irregularly spelled words. Grade one teachers witness
the impact of their instruction as children progress from prephonetic/emergent spelling to phonetic
spelling to largely accurate use of spelling patterns in single-syllable words. (See figure 4.8 in chapter
4 for a description of spelling stages.)
Content Knowledge
The importance of content knowledge is discussed
throughout this framework. Grade one children are provided
rich content instruction that deepens their knowledge of the
world; expands their language; familiarizes them with diverse
ways of thinking about, pursuing, and expressing information;
and ignites their interests. Content knowledge is built through
excellent subject matter instruction (which includes hands-on
experiences, investigations, demonstrations, and discussions)
as well as through wide reading, rich interactions with
informational text, and engagement in research projects.
Wide reading is promoted and facilitated. Wide reading
occurs through teacher read alouds and, as children become
As they [students] learn to
spell, encoding language
contributes to decoding skills.
These reciprocal processes are
taught in tandem to optimize
development of both.246 | Chapter 3 Grade 1